Course Project 1

Running Head: COURSE PROJECT 8TH GR READING CURRICULAR MATERIALS

Course Project 8th Grade Reading Curricular Materials

EDTL 611

Instructor: Dr. Savilla Banister

Paul Williams

Bowling Green State University

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Course Project 8th Grade Reading Curricular Materials

Summary/Rationale

No Child Left Behind legislation has mandated States to implement accountability

measures to monitor school district performance. Types of measures used in Ohio are State

performance designation, Adequate Yearly Progress, and Value-added measures. All three

measures use standardized test results and other data that are common across all schools. None of

the three measures tells us what happened to cause the actual assessment results, yet legislatures

and the public use these results to conjure opinions about our schools (Battelle For Kids & the

Ohio Board of Regents, 2007). Apparently, standards-based education is here to stay, therefore

the necessity to focus on test passage rates to attain high category ratings, maintaining an

extensive curriculum, and focusing on students’ actually learning material, is paramount to

school success.

Many factors figure in to the hindering of student learning including struggling or non-

readers. Students lacking literacy skills are deprived the basic human function of reading for

livelihood, worldly knowledge, and pleasure. Thus, low functioning readers feel inferior to those

who have mastered essential reading skills (United Nations Literacy Decade, 2005). Inferior

thoughts can control student minds and offer challenges to learning. Moreover, masses of

illiterate people help contribute to inequality in our citizens as evidence in the number of inmates

in our prisons. 70% of prison inmates are functionally illiterate or read below the 8th grade level.

(Kutner, Greenberg, Jin, & Dunleavy, 2007). As a result, to combat challenges caused by

illiteracy, students participating in the Ohio Achievement Test 8th Grade Reading Lab using

Study Island, Buckle-Down, and the Ohio Department of Education website, will ensure steady

progress measured by Ohio’s Accountability Measures, and improved student achievement and

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learning. While participating in Lab sessions, students will become good readers. Students will

be educated on how to adapt and adjust when word meanings change over time just as they do.

Students will become aware of how important it is to make good predictions when reading.

Students will decipher between different reading texts (Ohio Department of Education, 2003).

Both direct instruction and student independent critical-thinking and learning will take place

during the sessions.

Using the Ohio Department of Education website, Ohio Buckle-Down Workbook, and

Ohio English Language Arts 8th Grade Standards as materials and references, program units

include Acquisition of Vocabulary, Reading Process, Informational/Technical/Persuasion Texts,

and Literary Texts. For our course, time and space constraints, I have chosen to highlight the

Informational/Technical/Persuasion Texts unit. Informational and Persuasion texts are all around

us in our society. Readers acquire information from informational sources by means of writings

in books, magazines, pamphlets, newspapers, TV’s, Internet, posters, signs, billboards, and text

messaging. Consequently, it is important students read for literacy and communication

development.

The Informational/Persuasion Text unit commences with an introduction and

examination of informational texts. The Pre-Assessment used in lesson one to assess prior

knowledge and the Exit Ticket used to assess student knowledge acquired from the lesson was

self-created. Lesson two permits students to create a consumer material by writing their own

product information. The product information is evaluated with a self-created rubric. The

learning objectives in lesson three were created using the humanistic approach. Students will

interview their parents or another adult on their feelings about public documents. Lesson four,

five, and six introduce students to persuasion techniques authors use in informational texts and

Course Project 4

allow students to work in cooperative groups to create a poster that features several persuasive

techniques, present their findings to the class, and reflect on what they have learned.

Empowering students to be in control of their own learning will enhance their reading skills and

make a better classroom learning environment, school, country and world.

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References

Battelle For Kids & the Ohio Board of Regents. (2007). Understanding Value-Added Assessment in Ohio. Buckle Down Publishing. (2007). Buckle Down Ohio Achievement 8 Reading. Iowa City, IA: Author. Kutner, M., Greenberg, E., Jin, Y., & Dunleavy, E. (2007). Literacy in everyday life: results from the 2003 national assessment of adult literacy. Washington, D.C.: National Center for Education Statistics. The Ohio Department of Education. (2008, July 31). Lesson Plan: Persuasion in Print - Grade Eight - Grade 08. Retrieved July 31, 2008, from The Ohio Department of Education Web site: http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c805319cb The Ohio Department of Education. (2003). Standards guides for families. Columbus:Author. United Nations Literacy Decade. (2005, Novermber 18). United Nations Literacy Decade 2003-2012. Retrieved July 31, 2008, from United Nations Literacy Decade 2003-2012: http://portal.unesco.org/education/en/ev.php-URL_ID=5000&URL_DO=DO_TOPIC&URL_SECTION=201.html

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Lesson Plan 1

Rationale Previously, we have learned how to acquire vocabulary, learned the activities of the reading process, and learned that authors either simply present information or have an agenda. Today, we start our investigation of how authors simply present information by examining information sources. Objectives

1. The learner will be able to define different types of information sources. 2. The leaner will be able to understand the uses of information sources.

Materials Workbook: Ohio Buckle Down 8th Grade Reading Achievement Pencils/Pens Pre-Assessment Anticipation Guide Worksheet Exit Ticket Overhead/Transparency Overhead Marker Procedures

1. Teacher asks students to complete Pre-Assessment Anticipation Guide about Information Sources.

2. Teacher uses direct instruction and explains that information sources include consumer materials and public documents. Consumer materials include product information, and instructional materials. Public documents include workplace documents, and government service documents.

3. Students record notes from direct instruction on paper. 4. Teacher assigns pg. 127-139. Students are to read and answer questions 1-8. 5. Students are encouraged to write in margins thoughts as they read. 6. Teacher asks students what they have learned. 7. Student record answer on an exit ticket.

Assessment

1. Informal questions 2. Workbook Assignment 3. Exit Ticket

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Pre-Assessment Anticipation Guide

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Instruction: Respond to each statement. Write A if you agree with the statement. Write B if you disagree with the statement. Response Before Lesson Topic: Information Sources

Reading very tiny text isn’t worth your time.

It is wise to read product information before using the product itself.

Manuals inform workers of their rights and important procedures.

Memorandum is only sent to all employees at a workplace.

Instructions never provide a list of steps that should be performed in order.

Bus schedules, tax forms, and consumer advocate publications are examples of public documents.

There is a difference between a speech and an editorial.

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NAME:______________________________________________________DATE:_________ WHAT DID YOU LEARN TODAY? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXITTICKET

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Lesson Plan 2

Rationale In our prior lesson we investigated how authors present information by examining information sources. Today we will create a consumer material by writing product information on a chosen product. Objectives

1. The learner will be able to write product information on a chosen product. 2. The learner will be able to search the Internet/Newspaper/Magazines.

Materials Workbook: Ohio Buckle Down 8th Grade Reading Achievement Pencils/Pens Student Chosen Product Container Magazines, Newspapers Computers: Word Processor, Internet (Optional): Construction paper, glue, tape, scissors, markers, colored pencils, crayons or other household items. Product Information Rubric Procedures

1. Teacher asks students what product information is. 2. Students respond orally. 3. Teacher explains product information assignment to students. 4. Students are to pick a product via the Internet, Magazines, and or Newspapers. 5. Students are to write original product information for the chosen product. 6. If actual product container is obtainable, this is encouraged. If not, students can create

their own product container using construction paper, glue, scissors, markers, and or other household items.

7. Teacher will use Product Information Rubric to evaluate creations. Assessment

1. Informal questions 2. Student product information creation 3. Student product information rubric

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Student Product Information Rubric

Points Guideline for Score 15 Student writing used on the product

information creation contain both instructions for using the product and user

requirements. 10 Student writing used on the product

information creation is missing either instructions for using product or user

requirements.

5 Student writing used on the product information contains neither

instructions for using product or user requirements.

0 No product information creation was made

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Lesson Plan 3 Rationale In our previous lesson we created a consumer material by writing product information on a chosen product. Today we will understand how public documents keep you informed about government by reading in our Buckle Down workbooks and obtaining public documents from government agencies including public libraries and post offices. Objectives

1. The learner will be able to appreciate that public documents keep citizens informed about government.

2. The learner will be able to identify and understand that public documents keep citizens informed about government.

Materials Workbook: Ohio Buckle Down 8th Grade Reading Achievement Pencils/Pens Paper Example of public documents (tax forms, pamphlets, newspaper editorials) Internet Procedure

1. Bell ringer: students are to read brainstorm and write down examples of public documents.

2. Teacher reviews with students that public documents include workplace documents, and government service documents and passes around public document samples.

3. Students are to read pg.137-139 in their workbook and find an example of a public document on the Internet.

4. Students are called upon one-by-one to share their public document. 5. Teacher records student answers on board. 6. Teacher assigns for HW for students to interview their parents’ feelings on different

public documents. 7. Teacher asks students what they have learned. 8. Students record answer on an exit ticket.

Assessment

1. Informal questions 2. Internet public document samples 3. Interview HW 4. Exit Ticket

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Lessons 4-6 adapted from ODE “Persuasion in Print-Grade Eight” from Ohio’s Instructional Management System:

http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c805319cb

Lesson Plan 4

Rationale Previously, we created consumer material by writing product information on a chosen product and understood that public documents keep you informed about the government. Today, we introduce how authors use persuasion techniques by continuing our examination of informational texts. Objectives

1. The learner will be able to identify and understand the persuasive techniques commonly used in print advertising.

2. The learner will be able to determine the author’s purpose by analyzing the author’s tone, attitude and mood.

Materials Pencils/Pens Pre-Assessment Persuasive Techniques Pre-Quiz Overhead/Transparency Sheets Overhead Marker Advertising Analysis Sheet Sample Print Advertisement Transparencies Procedures

1. Teacher places two to three teacher-selected print advertisements on an overhead. 2. Teacher writes the following on the board:

What caught your attention first in each ad? Describe how the advertisements about similar products are different. Why do you believe that the advertisers made the ads in this fashion? Who is the intended audience for each advertisement?

3. Students are to record answers and share in class discussion. 4. Teacher asks students to complete Pre-Assessment Persuasive Techniques Pre-Quiz. 5. Teacher uses direct instruction and discusses the terms: persuasive techniques, propaganda, jingle, slogan,

stereotype, and bias with students to create working definitions that students write in their notes. Teacher asks students to give examples of these terms during the discussion.

6. Teacher places a transparency of the Advertising Analysis Sheet on an overhead. Teacher demonstrates how to fill out the sheet using a sample magazine advertisement.

7. Teacher hands out three copies of the Advertising Analysis Sheet, to each student. 8. Students to complete each sheet during class using one Advertising Analysis Sheet for each advertisement. 9. Teacher checks on students’ progress with this assignment. 10. Students are assigned to complete all three Advertising Analysis Sheets for homework.

Assessment

1. Informal/Formal Questions 2. Pre-Quiz 3. Advertising Analysis Sheet

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Persuasive Techniques Pre-Quiz

Name _________________________________________________________________________ Directions: Match the names of the following persuasive techniques with their definitions. Write the letter in the space provided.

A. Bandwagon C. Glittering generalities E. Emotional word repetition B. Testimonial D. Bait and switch F. Transfer _____ 1. People are attracted by the advertisement of a low-priced product or service but are then

encouraged to buy a higher-priced one. _____ 2. People are drawn to a cause or agree to join an organization or club that is popular because they

are persuaded to “follow the crowd” rather than use “evidence” to justify their choice. _____ 3. People are persuaded to buy a product or service because it is associated with something

attractive or respectable. _____ 4. People are persuaded by specially chosen words that can have many different positive or

negative meanings because the words are deliberately linked to widely and highly valued concepts.

_____ 5. People are persuaded to buy a product or service by its connection to a famous or respectable

person through quotations or endorsements. _____ 6. People are conditioned to remember or persuaded to buy a product or service by repetition of

the name of the product or service.

Directions: Use the six persuasive techniques listed above as your guide. Three of the techniques correspond with the three examples below. Write the name of the corresponding technique in the blank provided.

7. Mr. Lion Good who uses Title golf gear says, “Hey, get out on the greens and swing like a ‘lion’ with

Title. Make a ‘title’ for yourself as I did.”

This is an example of _________________________________________________________

8. “Drink your SHAKE-DOWN with a shake and a wiggle. SHAKE-DOWN has got ‘get-down and move’ to get you going in the morning. Are you ‘down’ with it? Drink SHAKE-DOWN to ‘shake-up’ your morning. For that morning ‘shake, rattle and roll,’ drink SHAKE-DOWN!!” This is an example of _________________________________________________________

9. “Vote for a champion! Vote Joe Lampion!” This is an example of _________________________________________________________

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Advertising Analysis Sheet Name __________________________________________________________________ Select three magazine advertisements that appeal to you. Choose one advertisement from among these three to analyze and answer the following questions. 1. What is the name and date of the magazine? _______________________________________ 2. Who is the intended audience of the magazine? _______________________________________ Age? ____________ Gender? ___________ 3. What is the brand name and product advertised?

___________________________________________________________________________ 4. What is the purpose of the ad?

______________________________________________________________________________________________________________________________________________________

5. What visual image or images are used?

______________________________________________________________________________________________________________________________________________________

6. Are any jingles, slogans or catchy words used? __________ If yes, what are they?

______________________________________________________________________________________________________________________________________________________

7. Which statement(s) about the product in the advertisement is (are) true?

______________________________________________________________________________________________________________________________________________________

8. What important information is missing? ___________________________________________________________________________

9. Is there any meaning or information you could infer from the text of this advertisement?

___________________________________________________________________________ 10. Are there any negative side effects for consumers to consider or any false information? _____ If yes,

please explain. _________________________________________________________________________________________________________________________________________________________________

11. Are there examples of bias or stereotyping in the ad? __________ If yes, what are they?

_____________________________________________________________________________ ___________________________________________________________________________

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(Continued) Advertising Analysis Sheet

We have developed in class working definitions for six different advertising techniques. They are bandwagon, bait and switch, testimonial, emotional word repetition, glittering generalities and transfer. What technique(s) were used in the advertisement and why? Use the space below to write your responses. 12. Technique Used and Why

______________________________________________________________________________________________________________________________________________________

13. Technique Used and Why

______________________________________________________________________________________________________________________________________________________

14. Technique Used and Why

______________________________________________________________________________________________________________________________________________________

15. Rate this advertisement’s persuasiveness using a rating scale from 1 to 5 with

16. 1 = Boring and 5 = I want to go and buy this now. Circle one:

1 2 3 4 5

17. Why did you give the ad this rating? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson Plan 5

Rationale In our prior lesson, we introduced how authors use persuasion techniques by continuing our examination of informational texts. Today, we introduce our Group Poster Project by picking our favorite advertisements, identifying advertising techniques and working in cooperative groups. Objectives

1. The learner will be able to appreciate how an advertisement may be personally appealing. 2. The learner will be able to work effectively in a group. 3. The learner will be able to organize, lead, and participate in a discussion. 4. The learner will be able to identify advertising techniques used in advertisements.

Materials Advertising Analysis Sheet Group Poster Directions Group Poster Scoring Rubric Pencil/Pens Paper Procedure

1. Teacher asks students to pick one favorite advertisement along with its completed analysis and set it aside. Teacher asks students to submit the other two analysis sheets.

2. Teacher informs students that they need to identify the strongest or most obvious advertising techniques used in their favorite advertisements.

3. Teacher will group students according to the similarity of the products or services featured in their favorite ads. The size of the groups should be four.

4. Teacher gives each group its project instructions using Attachment D, Group Poster Directions, and the Group Poster Scoring Rubric.

5. Students read through the Group Poster Directions and discuss their role assignments in their groups.

6. Students choose their group roles. 7. Students to begin organizing how they plan to put together their posters after they choose

roles. 8. Teacher reminds students to make lists of supplies and the names of those who will bring

the supplies to class the following day. Teacher to collect these supply lists.

Assessment

1. Advertising Analysis Sheet 2. Student created supply lists. 3. Informal questions

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Group Poster Directions

GOAL: Each group of four students needs to make a poster that meets specific layout and content guidelines described in the Group Poster Scoring Rubric. The poster should display how each group’s cluster of individual magazine advertisements relate because of the products or services they sell and/or persuasive techniques they employ. ORGANIZE THE GROUP: Each person chooses a role from among the following titles: 1) group leader, 2) reporter, 3) art coordinator and 4) time keeper/materials organizer. • The group leader leads the group through the process of organizing the advertisements on

the poster and making decisions through consensus or group agreement. • The reporter leads the poster presentation in class after the poster is complete. [Note: the

reporter is not the only person who speaks during the presentation.] • The artistic coordinator leads the group through the process of creating the poster. [Note:

the artistic coordinator does not create the poster by himself or herself. It should be a group effort.]

• The time keeper/materials organizer keeps the group on task during the time allotted and organizes materials. All members of the group need to bring in materials.

CREATE THE POSTER: The purpose for the poster is to demonstrate how well a team’s members can identify and explain the use of persuasive techniques used in advertising. [Note: the poster must adequately explain all four advertisements displayed on the poster.] Each poster must meet the following requirements: • The specific advertising techniques illustrated by the poster are clearly and neatly written. • It displays each group member’s favorite magazine advertisement. • It includes four 3x5 cards or sheets of paper that analyzes how each advertisement uses a

specific advertising technique. POSTER PRESENTATION: Each group shares what its members have learned about the advertising techniques used in creating its poster. The reporter leads the presentation; however, the entire group needs to help in organizing and presenting the poster. RATE THE POSTER PROJECT: See the Group Poster Scoring Rubric

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Sample Rubric for Reflective Writing Name___________________________________________________________________ 20 points total 1. Does the writing show evidence of thought and effort? Did the writer go deeper than the immediate surface reaction to the prompt? 1-----------------------2----------------------------3---------------------------4----------------------5 2. Did the writer stay focused on the assigned prompt? 1-----------------------2----------------------------3---------------------------4----------------------5 3. Does the writer support his or her ideas with specific examples and ideas? 1-----------------------2----------------------------3---------------------------4----------------------5 4. Does the writer completely explain his/her ideas? 1-----------------------2----------------------------3---------------------------4----------------------5

Little to no thought and effort

Clearly shows in-depth thought and effort

May touch on topic, but most of the writing was off-topic

Focused on the assigned prompt

None or few specific examples

Specific examples that support the writer’s ideas

Difficult to understand what the writer is trying to say

Reader can clearly understand the writer’s views

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Lesson Plan 6

Rationale In our previous lesson, introduced our Group Poster Project by picking our favorite advertisements, identified advertising techniques, and worked in cooperative groups. You have been given class time to work on you posters. Today, we present our Group Posters, and reflect upon the persuasive techniques used presently, and in previous lessons. Objectives

1. The learner will be able to deliver presentations that convey relevant information and descriptive details.

2. The learner will be able to explain how authors manipulate audiences of advertisements. 3. The learner will be able to use a rubric to guide their reflective writing.

Materials Group Posters Group Poster Scoring Rubric Overhead Overhead Marker Pens/Pencils/Paper Post-Assessment Sample Rubric for Reflective Writing Procedure

1. Students present their posters. 2. Teacher assesses each presentation and poster using the Group Poster Scoring Rubric. 3. Teacher asks students what they have learned. 4. Students reflect upon the persuasive techniques they have learned in this unit and answer

orally. 5. Teacher writes on the overhead: What have you learned about how advertisers

manipulate you to purchase their products through their advertisements? 6. Teacher hands out Sample Rubric for Reflective Writing. 7. Students use rubric to guide their reflective writing. 8. Students complete Post Assessment.

Assessment

1. Sample Rubric for Reflective Writing 2. Group Poster Scoring Rubric 3. Informal questions 4. Post Assessment

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Post-assessment

Instruction: Respond to each statement. Write A if you agree with the statement. Write B if you disagree with the statement. Response After Unit Topic: Information Sources

Reading very tiny text isn’t worth your time.

It is wise to read product information before using the product itself.

Manuals inform workers of their rights and important procedures.

Memorandum is only sent to all employees at a workplace.

Instructions never provide a list of steps that should be performed in order.

Bus schedules, tax forms, and consumer advocate publications are examples of public documents.

There is a difference between a speech and an editorial.