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Subject group and discipline Language and literature: Language and literature
Unit title
MYP Year
Year 4
Related concept(s)
Language and literature
Audience imperatives
Global context
Purpose
Communication
Statement of inquiry
Persuasive language targets an audience for the purpose of influencing our concepts of who we are and varies with context.
Inquiry questions
What techniques are used in the media to
influence our perceptions and decisions?
Objectives
Summative assessment
A: Analysing
analyse the content, context, language,
structure, technique and style of text(s) and the
relationships among texts
analyse the effects of the creators choices on
an audience
justify opinions and ideas, using examples,
explanations and terminology
B: Organizing
employ organizational structures that serve the
context and intention
organize opinions and ideas in a sustained,
coherent and logical manner
Factual
Conceptual
Page 1 of 8
Analysis
October
30
Thursday
9:00 AM
Deconstructing an Ad (A, B)
Directions: Refer to your 2-column
notes and consider our wholeclass discussion when writing your
response. Before writing, organize
your thoughts on the graphic
organizer provided. Then write a
response that analyzes the ad.
Please write neatly and in complete
sentences. You may want to write
your responses as 3 paragraph
Argumentative Writing.
Part 1: Describe the ad. What is
being advertised? What does the
ad look like? What text appears on
the ad? What images appear on
the ad? Use as much detail as
possible in your description!
Part 2: Deconstruct the ad. Who is
the target audience and how do
you know? Which advertising
techniques are being used to
persuade the target audience and
how do you know?
Part 3: Analyze the ads message
and impact. What message(s) is
the ad sending? How do you
know? What is the messages
potential impact on the target
audience? If so, how do you feel
about the ad and its message?
Page 2 of 8
Analysis
October
30
Thursday
9:00 AM
Deconstructing an Ad (A, B)
Directions: Refer to your 2-column
notes and consider our wholeclass discussion when writing your
response. Before writing, organize
your thoughts on the graphic
organizer provided. Then write a
response that analyzes the ad.
Please write neatly and in complete
sentences. You may want to write
your responses as 3 paragraph
Argumentative Writing.
Part 1: Describe the ad. What is
being advertised? What does the
ad look like? What text appears on
the ad? What images appear on
the ad? Use as much detail as
possible in your description!
Part 2: Deconstruct the ad. Who is
the target audience and how do
you know? Which advertising
techniques are being used to
persuade the target audience and
how do you know?
Part 3: Analyze the ads message
and impact. What message(s) is
the ad sending? How do you
know? What is the messages
potential impact on the target
audience? If so, how do you feel
about the ad and its message?
Page 3 of 8
Analysis
October
30
Thursday
9:00 AM
Deconstructing an Ad (A, B)
Directions: Refer to your 2-column
notes and consider our wholeclass discussion when writing your
response. Before writing, organize
your thoughts on the graphic
organizer provided. Then write a
response that analyzes the ad.
Please write neatly and in complete
sentences. You may want to write
your responses as 3 paragraph
Argumentative Writing.
Part 1: Describe the ad. What is
being advertised? What does the
ad look like? What text appears on
the ad? What images appear on
the ad? Use as much detail as
possible in your description!
Part 2: Deconstruct the ad. Who is
the target audience and how do
you know? Which advertising
techniques are being used to
persuade the target audience and
how do you know?
Part 3: Analyze the ads message
and impact. What message(s) is
the ad sending? How do you
know? What is the messages
potential impact on the target
audience? If so, how do you feel
about the ad and its message?
Page 4 of 8
Analysis
October
30
Thursday
9:00 AM
Deconstructing an Ad (A, B)
Directions: Refer to your 2-column
notes and consider our wholeclass discussion when writing your
response. Before writing, organize
your thoughts on the graphic
organizer provided. Then write a
response that analyzes the ad.
Please write neatly and in complete
sentences. You may want to write
your responses as 3 paragraph
Argumentative Writing.
Part 1: Describe the ad. What is
being advertised? What does the
ad look like? What text appears on
the ad? What images appear on
the ad? Use as much detail as
possible in your description!
Part 2: Deconstruct the ad. Who is
the target audience and how do
you know? Which advertising
techniques are being used to
persuade the target audience and
how do you know?
Part 3: Analyze the ads message
and impact. What message(s) is
the ad sending? How do you
know? What is the messages
potential impact on the target
audience? If so, how do you feel
about the ad and its message?
Page 5 of 8
Communication
Learning Experiences
Students will use a variety of media to communicate
to a range of audiences in order to deliver a group
I. Communication skills
oral presentation that employs visual aids and
Exchanging thoughts, messages and information
advertising techniques analyzed in class (demonstrate
effectively through interaction
organization, clarity, and credibility on a research
Use a variety of media to communicate with a range
topic; and show peers how marketing to a specific
of audiences
audience works).
Learning Experiences
Students will recognize unstated assumptions and
bias through analysis of how images are
constructed for a target (teenagers), and
deconstructing them through questioning.
Learning process
Page 6 of 8
Describe how you will differentiate teaching & learning for this unit?
Size: Adapt the number of items that the learner is expected to learn/complete
(reduce the length of an assignment, etc.)
Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)
Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one
conferencing, collaborative team teaching, peer-tutoring, etc.)
Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the
use of a calculator, simplify content, decrease task directions, etc.)
Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible
grouping, etc.)
Output: Adapt how the student can respond to instruction
Participation: Adapt the extent to which a learner is actively involved in the task
Alternate Goals: Adapt the goals or outcome expectations while using the same materials
Substitute Curriculum: Provide different instruction and materials to meet a learners individual goals
Learner Profile
Communicators: Students will become better communicators by analyzing forms and modes of persuasion and use those forms and modes to convince their own
messages.
Page 7 of 8
During teaching
Page 8 of 8